Tài liệu Lighting with Artificial Light 02 docx

In consultation zones, this shadowing is reduced Direct/indirect lighting Luminaires with direct and indirect lighting compo-nents permit free arrange-ments of desks, reduce the risk of

Good Lighting for Schools and

Educational Establishments

Learning environment and life environment 2 / 3

Special-subject classrooms 14 - 19

Assembly halls and lecture theatres 20 / 21

Foyers and display areas 24 / 25

Cafeterias and refectories 26 / 27

Corridors and staircases 30 / 31

Outdoor areas and parking facilities 32 / 33

Sports halls and sports grounds 34 / 35

of mathematics and languages, ences and subjects vital for our ca-reer, they teach us problem-solving skills and techniques for learning

sci-2

One important requirement for

suc-cessful life-long learning is the right

educational environment: a school

which recognises talent and ability,

encourages active and independent

learning, makes education an

enjoy-able experience and motivates both

students and staff

Motivation and a sense of wellbeing,

architecture and lighting, good

visu-al conditions and efficient learning

- these things are closely connected,

as the solutions presented as

exam-ples in this booklet will show

4

5 3

G ermany has a

population of more

than 80 million

- and 39 million of them are

enrolled at some kind of

school or educational

es-tablishment So 49% of the

population - nearly every

second person - spends

time in a learning

environ-ment

For a number of years, the

Organization for Economic

Cooperation and

Develop-ment (OECD) has been

studying the way we learn

At regular intervals, a

quar-ter of a million

schoolchil-dren in 32 countries are

tested in three key areas:

reading, mathematics and

scientific literacy The

results of the surveys are

published in PISA

(Pro-gramme for International

Student Assessment)

studies

One of the most

impor-tant things about the PISA

studies is that they

iden-tify successful educational

models Comparison of

the various countries and

their respective education

systems reveals marked

differences - differences

which provide answers to

the question: “How can we

learn effectively?“

When children first start

school, most of them are

ready and willing to learn

How that willingness is

en-couraged, stimulated and

shaped into an attitude for

life depends on lots of

fac-tors: the learner, the

teach-er, the social environment

formed by parents, friends

and colleagues - and the

educational infrastructure

in terms of human

resourc-es, premises and technical

facilities

The PISA studies show

there is a connection

between success in

edu-cation and a motivating

school environment

Stu-dents who identify with

their educational

environ-ment, who like going to

school and feel at home

there, enjoy learning,

over-come learning difficulties

more easily and do better

at school

So students have to be stimulated and encour-aged To learn well and effectively, we need to enjoy learning; it needs to

be a pleasurable ence And age makes no difference Wherever we learn - from kindergarten

experi-to university, at vocational school or adult education centre - the need for mo-tivation is of paramount importance

Innovative schools are required - schools which provide a motivating envi-ronment for active and in-dependent study, schools which promote individual talent and ability instead

of just presenting a rigid one-size-fits-all curriculum for large groups Inflexible forms of education and training need to make way for dynamic life-long learn-ing, where study and skill acquisition are seen as a permanent part of putting what has been learnt into practice

The innovative school also sees itself as part of our life environment, however,

a place for both study and recreation, where people learn together but also share experiences A school which is geared to this offers students and teachers the chance to work more flexibly together,

to identify strengths and weaknesses and develop life-long learning strate-gies

The PISA studies also show that a positive learn-ing environment promotes motivation A school with well-designed premises and well-equipped class-rooms, with computers and specialised literature, libraries and multimedia resources, boosts stu-dents‘ readiness to partici-pate actively in the learning process So an investment

in the school environment

is an investment in the future of the knowledge society

Learning environment

and life environment

More information is available on the Internet at www.pisa.oecd.org

7

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9

Education in Germany

39 million people of all ages in Germany are enrolled at schools, universities and other educational establishments 20 million chil-dren, pupils and students attend the country‘s more than 100,000 kindergartens, schools and universi-ties Nearly half of these educational establishments are day care centres, catering for more than five million children The smallest group of edu-cational establishments - the coun-try‘s 355 universities - are attended

by over 12.8 million students

Almost exactly as many people are in further education: 19 million Germans and foreign nationals in Germany regularly attend courses

at adult education centres, upgrade their occupational qualifications

at chambers of industry and merce or pursue courses of study at open universities

com-10

11

Kindergardens, schools and universities day care centres 48,203 nursery and primary schools 20,695 secondary schools 12,079 vocational schools 11,372 other schools 8,667

(figures indicate actual number of establishments)

Adults in further education at state-funded adult education centres 9,392 other adult education centres 8,534 chambers of industry and commerce 596 chambers of handicrafts 278 distance-learning institutes 121

(figures indicate numbers of persons in thousands)

Children, pupils and students at kindergartens and crèches 5,169 nursery and primary schools 3,600 secondary schools 6,449 vocational schools 2,773 universities 1,868

(figures indicate numbers of persons in thousands)

All data taken from the basic and structural statistics (Grund- und Strukturdaten) published by the Federal Ministry for Education and Research and the school sta- tistics compiled by the German Federal Statistical Office

W e experience our

environment first and foremost through our eyes 80

percent of the sensory

im-pressions we receive are

visual Too much or too

lit-tle light, glare or distorted

colours impact on what

we perceive, distract our

attention and cause visual

fatigue

In all areas of life and

throughout the working

world, good and

appro-priate lighting is a prime

requirement for enabling

us to see clearly, enjoy a

sense of wellbeing,

per-form concentrated

fatigue-free work and perceive

and interpret important

information and our

sur-roundings correctly This

calls for good,

profes-sional lighting design

Below are some of the key

factors that need to be

considered for good

light-ing design

Illuminance

In daylight, the illuminance

of an illuminated surface is

between 10,000 lux

(over-cast sky) and 100,000 lux

(bright sunlight) Indoors,

we need to make do with

much less light For writing

and reading, it is generally

enough if artificial lighting

provides 500 lux

illumi-nance; for drawing or other

visually demanding tasks,

illuminance should be at

least 750 lux For more

information about

illumi-nance values and the

re-quirements of the relevant

industrial standard, DIN

EN 12464-1, see page 46

The values set out in the

standard, however, are

minimum requirements

Most people find a higher

level of illuminance more

agreeable and more

moti-vating In winter especially,

when the levels of daylight

entering a room are lower,

more light is needed to

avoid fatigue and loss of

Equally unpleasant and fatiguing for the eye are frequent switches between bright and dark room zones, e.g between window and desktop (Fig 15) This can be avoided by correct positioning of desks, light-control blinds and good lighting (Fig 14)

Shadowing

Where there is light, there is also shadow To ensure that shadows do not impede our view when writing, the light should fall - for a right-handed person - from the left (Fig 16)

If the light comes from the right, we write in the shadow

of our own hand (Fig 17)

Brightness distribution

When we are in a room, our gaze incessantly switches from near (desk-top) to far (walls) Where there are marked differenc-

es in brightness between these two zones, our eyes face the constant need

to re-adapt and thus get tired more quickly Visual performance and sense of wellbeing diminish

Where the differences

in brightness are not marked enough, however, the room makes a mo-notonous impression It is recommended here that desktop luminance should not be less than 1/3 of the luminance in the im-mediate surroundings For more remote parts of the room, the difference in luminance should be 1/5, max 1/10

Glare limitation

Glare is one of the most unpleasant visual prob-lems of all Being dazzled

by a general-diffuse lamp

or the reflection of a dow on a computer screen affects our visual acuity and impedes our perform-ance Direct and reflected glare can be largely avoided by good room and lighting design

win-Modelling

Without light we cannot see an object at all, with-out shadow it is just a two-dimensional image

Only where light comes from the right direction and where the depth of shadow is correct can we perceive objects as 3D im-ages and gauge distances

To recognise sional objects, surfaces and structures, we need light and shade

three-dimen-More information is contained in booklet 1 of this series, “Lighting with

Artificial Light“

Light and colour

The way we perceive colours under artificial light depends on the colour rendering properties

of the lamps Lamps with good colour rendering properties produce natural colours (Fig 18), lamps with poor colour rendering properties cause colour distortion (Fig 19)

Reflections on monitors

Where luminaires are poorly shielded or wrongly positioned, visibility is impaired by disturbing re-flections on monitors and losses of contrast (Fig 33)

This is avoided by good

Vertical illuminance

Schools and educational establishments are com-munication-intensive places where clear iden-tification of faces and in-formation is essential The key lighting requirement here is vertical illuminance, i.e uniform bright illumi-nation of vertical surfaces such as blackboards or three-dimensional objects such as people‘s faces

For blackboard lighting, wallwashers are a particu-larly suitable choice be-cause they illuminate the writing surface uniformly without casting shadows

or reflections (Figs 22 and 24) Where additional board lighting is not pro-vided, shadows are cast onto the writing surface (Figs 23 and 25)

Direct lighting from above often causes undesirable shadowing on faces (Fig

27) In consultation zones, this shadowing is reduced

Direct/indirect lighting

Luminaires with direct and indirect lighting compo-nents permit free arrange-ments of desks, reduce the risk of reflected glare and create a more agree-able lighting atmosphere (Fig 30)

M any educational

establishments today consist of large complexes of build-

ings with lots of special

classrooms, events and

sports halls, cafeterias and

refectories, administrative

offices and conference

zones Schools, in

par-ticular, meet this

descrip-tion because a growing

number of them now

spread classes throughout

the day

Every room in a school or

educational establishment

serves a particular

pur-pose, for which there are

special architectural

solu-tions with special lighting

requirements Examples of

systems which meet those

requirements are found on

the following pages of this

booklet

For any room in a new or

refurbished building, the

aim should be to find the

best way of harnessing

natural daylight and the

requisite artificial lighting

Here, however, the

impor-tance of artificial lighting

is often underestimated,

although it plays a major

role in most classrooms

In winter especially, the

available daylight is

gen-erally not adequate For

media work with

projec-tors, windows need to

be darkened And for

scientific experiments, a

special lighting situation is

frequently necessary

However, planning artificial

lighting involves more than

just ensuring adequate

brightness in a room A

differentiated lighting

design incorporating

vari-ous separately controlled

luminaire systems permits

the creation of lighting

scenes tailored to

require-ments With dimmable

room lighting, separate

wallwashers at the front of

the room and additional

luminaires at the entrance

Light for learning

and perimeter, it is also possible to stage multime-dia presentations, lectures and exhibitions with light-ing fine-tuned for suitability and safety

Today, economical tion of lighting systems is assured by energy-efficient lamps and operating gear, high-grade luminaires with high light output ratios as well as lighting control sys-tems which automatically adjust the brightness of lamps to suit the daylight component available and deactivate lighting when

opera-a room is not used ernising lighting systems when premises are refur-bished can reduce the annual lighting costs of old school buildings or other educational establish-ments by more than 60%

Mod-But lighting design must always focus primarily on human beings, the ac-tivities they perform in the room in question and the visual tasks they need

to address What kind of lighting is needed? How much light is right? And what kind of lighting sys-tem is required to provide it? Lessons conducted from the front of the class call for different lighting than group work, presen-tation area lighting has to cater to different needs than play area lighting, and reading and writing have different lighting requirements than tasks performed at computers or machines

On the following pages,

we look at the types of room most commonly encountered in schools and educational establish-ments and present model solutions for them and photographs showing theory put into practice These are not a substitute, however, for individual lighting planning

34

Classrooms with

fixed seating arrangements

I n classrooms with fixed

seating arrangements,

the principal viewing

direction is towards the

blackboard The desks

here are positioned

per-pendicular to the window

wall Room lighting is

generally provided by

lou-vered luminaires arranged

parallel to the windows

The deeper the classroom

is, the more rows of

lumi-naires are required With

room depths up to eight

metres, three rows of

luminaires normally

suf-fice; in deeper rooms, four

or more rows should be

planned

Depending on the ceiling

system, linear or square

louvered luminaires are

recommended With

higher ceilings, pendant

luminaires with an indirect

lighting component are

also an option These

ad-ditionally illuminate the

ceiling, giving the room a

more open, spacious

ap-pearance

On an overcast day or in

winter, the incident

day-light from a window wall

is normally not enough to

provide adequate

illumina-tion for the desks in deeper

parts of the room The

rows of luminaires should

therefore be separately

switched and

dimma-ble The lighting can then

be adjusted for uniform

brightness throughout the

room

Modern luminaires with

daylight sensors perform

this task and regulate

the distribution of light

automatically Where very

little daylight is available,

all the luminaire rows are

activated and set at

bright-ness levels which rise with

room depth As soon as

the daylight increases, the

luminaires are uniformly

dimmed down

The blackboard needs

to be clearly visible from

every desk Shadows and

reflections on the board make it hard to read what

is on it and cause visual fatigue The result: loss

of concentration and motivation Wallwashers with asymmetrical beams provide the right lighting

at the front of the room, delivering high vertical il-luminance and avoiding disturbing shadows and reflections

When positioning washers, care must be taken to ensure adequate planar illumination so that the board can be raised and any exten-sions opened without any part of the board being outside the illuminated area Flipcharts or maps positioned alongside the board should also be uniformly illuminated by the wallwashers For over-head projector, beamer

wall-or TV presentations, the wallwashers should be separately switched and dimmable to enable the illuminance to be adjusted

to suit the occasion

Accent lighting can cantly improve the visual ambience of a classroom Supplementary wallwash-ers or spots for illuminat-ing notice boards highlight displays in the room and create a more differenti-ated lighting landscape Additional downlights at the room entrance pro-vide more light for hazard zones and can be linked to the emergency lighting

signifi-To help avoid unnecessary, uneconomical lighting, lighting systems can be fit-ted with presence control systems When a room

is vacated, e.g at times or at the start of a free period, the lighting is automatically deactivated and reactivated only when the next person enters the room Such systems can considerably reduce elec-tricity bills for lighting

break-35

36

Wallwashers provide

uni-form, shadow-free

illumi-nation for vertical surfaces

such as blackboards They

also avoid reflected glare

and ensure good legibility

at every desk in the

class-room (Fig 36)

Daylight decreases with room depth Separately switched and dimmable rows of luminaires make for uniform brightness throughout the room Lu-minaires with daylight sen-sors automatically control

or regulate light output (Fig

40

Lighting tips

•Separately switched rows of naires can be activated or deactiva- ted according to the amount of daylight available

lumi-•Wallwashers for blackboard lighting heighten visual comfort

•Presence control systems save energy by automatically deactiva-

37

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39

dif-cupied by school groups

in the mornings, by project

groups in the afternoon

and used for parents‘

eve-nings or adult education

courses in the evening As

a result, desks and chairs

are repeatedly rearranged

to meet the different

re-quirements U-shaped

arrangements of desks

give way to desks pushed

together for group work,

which then give way in

turn, perhaps, to a

classi-cal arrangement of rows

There is no principal

view-ing direction in the room

and no defined

presenta-tion zone

Daylight and artificial

light-ing need to be harnessed

to cater for this flexible

room use Particularly

im-portant here is daylight

control Where desks are

assembled in U-shaped

arrangements or put

together to form group

desks, many of the group

face the window On a

sun-ny day, the luminance - the

impression of brightness

- for anyone looking out of

the window may be tens

of thousands of candelas,

whereas the luminance for

eyes turned into the room

is considerably lower

Constant changes of

con-trast place a great strain

on our eyes and lead to

fatigue and loss of

con-centration So for balanced

brightness distribution,

lou-ver blinds or lou-vertical blinds

are needed to control

day-light incidence according

to the position of the sun

Modern lighting control

systems with daylight

sen-sors automatically adjust

the angle of the blinds and

adapt the artificial lighting

component accordingly

Classes no longer need to

be interrupted while

some-one closes or opens blinds

or regulates the room

light-ing

Just as with fixed seating arrangements, artificial lighting for variable con-stellations of desks needs

to be designed to mise glare Lamps should not be directly visible from anywhere in the room Lu-minaires with direct/indirect lighting components and appropriate shielding are particularly suitable here

mini-They permit free ments of furnishings and largely avoid direct glare and reflected glare on glossy materials

arrange-For sive teamwork or the dis-cussion that takes place on parents‘ evenings, direct/

communication-inten-indirect luminaires have the additional advantage

of providing very uniform illumination throughout the room Modelling is more balanced and the lighting

is softer and more able Faces, in particular, are cast in a more natural and more attractive light

agree-Lamps of warm light colour add to the visual ambience required for the room

Even in classrooms with variable seating arrange-ments, the normal presen-tation area in front of the blackboard still requires special attention Sepa-rately switched and dim-mable wallwashers provide correct, i.e reflection-free high-angled lighting for the board For flexible presen-tation lighting of the kind required for presenting group projects, room light-ing should be provided

by separately switched and dimmable groups of luminaires Media presen-tations with projectors can thus be seen clearly in all parts of the room

With lighting control systems, lighting and louver blinds can be tailored to room use - for media presen-tations as well

41

42

Lighting tips

• Where desk arrangements are variable, care must be taken to ensure glare-free vision in the direction of the windows and in the room

• Light-control blinds should be provided

so that windows can be darkened

• The lighting should be designed to cater separately for different presen- tation areas

Kindergarten classrooms

A t no time in our

lives do we have the capacity for learning that we have in

early childhood In many

cases, early promotion of

learning plays a crucial

role in shaping our

willing-ness to learn in later years

Where kindergartens and

day care centres arouse

children‘s curiosity and

convey to them the thrill

of acquiring skills and

making discoveries for

themselves, they lay the

foundations for successful

life-long learning

Among the fundamental

things children learn at

kin-dergartens and day care

centres are spatial

percep-tion and recognipercep-tion of

col-ours, objects and people

The right lighting plays a

crucial role here

To develop 3D vision, we

need light and shade In

a uniformly bright room

in which objects cast no

shadows and there are no

surfaces lighter or darker

than others, we are able

to gauge neither size nor

distance

Harmonious brightness

distribution in a room

makes for subtle grading

in lighter and darker parts

of the room and

differ-entiated modelling of all

objects In a room where

brightness is harmoniously

distributed, we can move

around securely and

con-fidently because we have

no problem seeing and

registering our

surround-ings in 3D

Recognising colours and

surfaces, textures and

materials is one of the

most important visual

challenges of everyday

life Once we have

devel-oped the requisite skill, we

can generally tell instantly

whether an object is hard

or soft, heavy or light

as the colour of an object

is actually the light of a certain wavelength which

is not absorbed by the object‘s surface So, for seeing and identifying col-ours and objects correctly, good lighting and good colour rendering by lamps are crucial

In kindergartens and day care centres, the empha-sis is on activities which are both educational and fun Running around, form-ing groups and handling small objects are activi-ties for which good room lighting is important Often, however, groups engage

in different activities at the same time While one

is actively honing skills, another might be taking a short break Differentiated lighting for different play and rest zones - made possible by zonal dimming control - facilitates this

Children need to be able

to play - even on cold and rainy days when the play-ground is covered in snow

or under water For ing indoors, the lighting needs to be adequately bright Where rooms are not bright enough, the risk

play-of accidents increases and the children‘s motivation declines The higher the level of lighting for play, the more likely children are to become actively involved, feel a sense of wellbeing and be willing to learn

46

47

Here, attempting to do

justice to an original

de-sign of room, the lighting

designer has failed: the

angled downlights in the

pyramidal ceiling dazzle

anyone entering the room

and cause reflected glare

on books The back of the

room is far too dark and

colours look dull (Fig 50)

Separately dimmable lighting makes

it easy to divide a room into rest

zones and activity zones (Fig 48)

The results of good planning: the

whole room is agreeably bright and

harmoniously lit, even shiny toys

cause no reflected glare and colours

are naturally rendered (Fig 49)

49

Lighting tips

•Harmonious brightness

on makes for better 3D perception

•Lamps with good colour rendering properties make for natural colouring

•Bright rooms promote willingness

to learn, activity and motivation

48

prisms make a lasting

im-pression on every student

Physics, chemistry and

biology lay the

founda-tions for understanding

the world of modern

tech-nology and a knowledge

of atoms, elements and

neutrons paves the way for

many an academic future

and career So effective

and enthusiastic learning

here is all the more

impor-tant

Large experiments set up

on the teacher‘s desk and

smaller ones on the desks

of students form an

intrin-sic part of scientific

instruc-tion So an adequate level

of lighting throughout the

room is essential to ensure

that even small objects

are clearly perceived The

500 lux stipulated in the

relevant lighting standard

is a minimum requirement

The more demanding the

visual task, the higher the

illuminance needs to be

For safe handling of

chemicals and technical

equipment in class, harsh

shadows on the desk top

and reflections on glass

and metal should be

avoided Luminaires with

indirect lighting

compo-nents provide higher

verti-cal illuminance, making

for more harmonious light

distribution, softer-edged

shadows and less

reflect-ed glare

In all the sciences, correct

recognition of colours is

vi-tally important Chemicals

which differ only minimally

in colour, the slightest

dis-colorations in petri dishes

and the colour coding of

cables and connectors

need to be clearly

per-ceived All lamps should

therefore have good

col-our rendering properties

Fluorescent lamps with a

colour rendering index of

90 and neutral-white light

colour are recommended

Luminaire enclosures, e.g

Plexiglass panels, must

not affect colour ing - high-grade protective glass enclosures remain colour-neutral for years

render-Pictures and films make complex matters clearer

To ensure that multimedia presentations involving

TV sets or projectors are clearly discernible, the lighting needs to be dim-mable It is also recom-mended that different parts of the lighting sys-tem should be separately regulated This enables, for example, the lighting at the front of the room to be dimmed during a presen-tation while the lighting for students‘ desks remains bright enough for taking notes

Presentation area and blackboard require uni-form, reflection-free light-ing Wallwashers or spots with asymmetrical beams provide glare- and reflec-tion-free lighting with high vertical illuminance for the blackboard and the dem-onstration desk

To ensure that all ments are conducted in safety, safety precautions must also be considered for lighting When room lighting is dimmed, steps and exits need to remain illuminated, e.g lit by stair lights and an emergency light over the door Experi-ments with fire and inflam-mable materials or gases should be conducted only

experi-at specially designexperi-ated places In experiment rooms and in the vicinity

of the teacher‘s desk, it is advisable to install explo-sion-protected luminaires (degree of protection IP 66) Luminaires with con-ventional ballasts “flicker“

at 50 Hz Where rapidly tating objects are present, stroboscopic effects can occur if the speed

ro-of rotation is identical to the luminaire frequency

The rotating objects then appear to stand still

Luminaires with electronic ballasts prevent this effect

51

55

Bright lighting makes small objects easier to see;

lamps with good colour rendering properties en-sure accurate identification

of colours (Fig 56)

Where television sets are used, the lighting for the front of the room should

be dimmed (Fig 57)

Lighting control systems facilitate changes in light-ing (Figs 51 - 54) At the push of a button, the cor-rect lighting is provided for experiments (52), lectures (53) and TV- or projector-based media presenta-tions (54)

The technical installations of a science

laboratory, e.g power points or gas outlets,

can also be integrated into the lighting With

direct/indirect pendant luminaires, desks

can be freely arranged to accommodate

large or small groups (Fig 59)

•Colours need to be perceived correctly Lamps with good colour rendering properties are recom- mended

Media presentation Lecture

Computer rooms

At computer workstations, luminaires need to be well shielded to prevent reflections being cast onto screens and ensure that colours are rendered accu-rately and screen brightness is maintained (Fig 61)

I n a world in which our

work and knowledge is

defined by computers,

learning how to handle

such media is crucial for

success in today‘s

knowl-edge society Schools, in

particular, have a duty to

lay foundations for

pro-ductive and constructive

information acquisition as

well as effective and

effi-cient life-long learning

As the PISA studies have

shown, however, German

schools achieve only

me-diocre results in classes

designed to promote

com-puter literacy.1) German

students are keenly

inter-ested in using computers

but, at the same time, they

rate their ability to do so

very low This is largely

due to the way schools

are equipped: the

aver-age school in all the OECD

countries has a computer

for every 13 students; in

Germany the seat at each

screen is shared by 22

students As regards the

frequency of computer use

in schools (several times

a week or almost daily),

German students appear

at the bottom of the table

with an 18% time allotment

The OECD average is 38%;

in Hungary, Denmark and

the United Kingdom it is

more than 57% German

schools urgently need to

catch up

Planning a computer room

entails paying attention to

a number of ergonomic

principles Students need

properly equipped rooms if

they are to enjoy the

learn-ing experience and learn

without having to combat

fatigue The desk top

should be large enough to

accommodate not just the

monitor but also papers

and work materials Chairs

need to be

height-adjust-able to enheight-adjust-able large and

small students alike to

adopt a healthy posture

As for lighting level, care must be taken to ensure

a balanced ratio between the brightness of the screen, the desktop and the surroundings Marked differences in brightness between the student‘s own work zone and the presen-tation area cause visual fa-tigue Where a great deal

of daylight falls on desks, windows need to be sun-screened Separate lighting systems designed for individual dimming enable brightness levels

to be tailored to different visual tasks For students working at computers and receiving instructions by beamer at the same time, for example, the lighting at the front of the room can

be dimmed to make the projected images more clearly visible

Working at a screen calls for glare-free lighting To avoid reflections, all desks should be positioned perpendicular to the win-dow wall Daylight then comes from the side and reflections on the screen are avoided Luminaires should be mounted paral-lel to the windows High-grade specular louver luminaires with special louver elements ensure glare-free lighting Lumi-naires with direct/indirect beams offer greater visual comfort A bright ceiling makes for more evenly balanced luminance, im-buing the room with a more natural and motivat-ing atmosphere Additional desk luminaires enable the lighting to be individually adjusted to suit the work situation

OECD, pp 135ff

More information is contained in booklet 4 of this series, “Good

Lighting for Offices and Office Buildings“

60

61

Lighting management systems permit control

and regulation of individual groups of

lumi-naires Room lighting thus remains adequately

pre-•Daylight incidence through windows needs to be limited by blinds or shades

•Luminaires with good glare pression minimise reflections and direct glare

Practical training rooms

in vocational schools

More information is contained in booklet 5 of this series, “Good

Lighting for Trade and Industry“

M ore than 2.5

mil-lion people in Germany receive vocational training, most

of them in preparation for

traditional occupations in

industry, commerce and

the skilled trades Along

with courses providing

commercial qualifications,

the training options

lead-ing to qualifications as a

motor mechanic,

electri-cian, painter and decorator

or doctor‘s receptionist are

still very popular

Much of the training for

these occupations - the

theoretical part at least

- takes place in “ordinary“

classrooms These have

been described on

previ-ous pages Rooms where

practical training is

pro-vided, e.g at machines,

are governed in

indus-trial training facilities by

the guidelines applicable

to work premises and the

relevant sections of DIN

EN 12464-1

Regardless of the nature

of the activity performed,

glare-free viewing of work

materials and

surround-ings needs to be

guar-anteed in every practical

training room Colours

must also be identified

correctly, so only lamps

with good or very good

colour rendering

prop-erties should be used

Harmonious brightness

distribution with balanced

modelling and high

verti-cal illuminance on work

benches facilitates the

handling of materials and

equipment Where

danger-ous tools such as knives

are used - e.g for

wood-working or in butcheries

- avoidance of hard-edged

shadows is particularly

important

Rapidly rotating machines

present a high safety risk

A/c-operated discharge

lamps can “flicker“ at the same frequency as rotat-ing parts, causing strobo-scopic effects which make spinning wheels or saw blades appear to stand still Around such ma-chines, special workplace luminaires need to be used and any discharge lamps should be operated

by electronic ballasts For illuminating smaller areas, LED luminaires can be used

Where activities involve working with wood, min-erals or metal, dust and suspended microscopic particles are distributed in the room and can settle inside luminaires, where they reduce light output

So in rooms where dust is generated, only dust-pro-tected luminaires should

be installed And in very dusty interiors, such as joinery shops, all lumi-naires used should be ad-ditionally protected against combustion and inflamma-tion The surfaces of these luminaires are designed

to minimise dust deposits and limit the luminaire surface temperature to prevent fire hazards

In most classrooms, at least 500 lux illuminance

is recommended ever, this is not enough for activities which involve demanding visual tasks Where operations are performed on electronic components, for example,

How-in prHow-intHow-ing rooms or How-in our-matching and surface analysis rooms, DIN EN 12464-1 recommends a minimum of 1000 lux

col-Boards and charts on walls may need to be additional-

ly illuminated by ers to ensure that they can

wallwash-be seen from every part of the room without being ob-scured by reflections

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EB-operated luminaires avoid stroboscopic effects at rapidly ing machines such as looms or lathes (Fig 69)

rotat-In rooms where experiments are conducted with fire and tible substances, explosion-protected luminaires should be used (Fig 71)

combus-Direct/indirect luminaires provide particularly glare-free lighting with high verti-cal illuminance

Task lighting provides more light for the workplace and permits individual adjust-ment (Fig 70)

•Special luminaires guard against stroboscopic effects and inflam- mation

•For demanding visual tasks, nance should be at least 1000 lux

Assembly halls and lecture theatres

F or students and

teach-ers, the assembly hall

is an important place

for information and

com-munication It is where the

school presents itself as host

So what lighting needs to do

here is ensure good

visibil-ity and a sense of wellbeing,

furnish tools for presentation

and prestige, and provide

functional illumination and

lighting for atmosphere

Assembly halls are used for a

wide variety of events During

the day they are rehearsal

rooms and a place where

the whole school comes

together, in the evening

they are venues for theatre

performances and concerts,

debates and parties And

each type of event calls for

its own dedicated lighting to

create the right visual

condi-tions and atmosphere

So lighting management

systems are particularly

use-ful in assembly halls At the

push of a button, they enable

pre-defined lighting scenes

to be created for every

occa-sion Entrance areas, seating

areas and stage can thus be

bathed in the right quantity

of light delivered in the right

kind of beams

This calls for a

differenti-ated lighting design At

major events, tickets are

sold, coats are hung up and

drinks are dispensed at the

entrance Here, warm light

colours make for a sense

of wellbeing and lamps with

good colour rendering

prop-erties ensure that admission

tickets, coats, drinks and

food are clearly discernible

and identifiable During the

event, entrance area

light-ing should be dimmed to a

minimum Downlights and

surface-mounted wall

lumi-naires with halogen lamps

are normally a good choice

here

The seating area must

also be brightly lit before

the event - so it is easy for

people to get their bearings

in the room and find their

seats - and darkened once the event gets underway A glare-free view of the stage from every seat must always

be guaranteed For general room lighting, louvered lu-minaires or high-intensity downlights are the preferred option During the event, sur-face-mounted wall luminaires

at the perimeter of the room allow the audience to retain

a sense of the room‘s sions without affecting their view of the stage

dimen-The front part of the room accommodates the presen-tation area and stage De-pending on requirements, a complex lighting system can

be created here with ous remote-controlled spots permitting changes in beam angle, beam spread and light colour But even where

numer-a simple lighting system is selected, care must be taken

to ensure good vertical nance and glare-free vision

illumi-in the room so that people

on the stage are seen clearly and can themselves see the audience At concerts, sheet music needs to be legible with no interference from direct or reflected glare and the musicians should

be able to see one another clearly Dimmable, separately switched luminaires and spots facilitate adjustment of brightness, light distribution and lighting atmosphere Stairs and steps must always

be adequately lit Recessed floor luminaires or LED light strip set into risers as well as illuminated signs at exits and lavatories are important for guidance and emergencies

In lecture theatres, as in all other classrooms, the pres-entation area and the entire surface of the blackboard need to be illuminated with-out anyone being dazzled

by direct or reflected glare Wallwashers, asymmetrical downlights or pendant lumi-naires provide the right light-ing solution here

More information is contained in booklet 9 of this series, “Prestige Lighting“

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The presentation area and the board need to be brighter than the rest of the room The horizontal and vertical illuminance of the presenta-tion area should be at least 1.5 times the mean illuminance of the room

black-So if room illuminance is 500 lux, the minimum lighting level at the front should be 750 lux

75

Lighting tips

•Where different luminaire systems

are installed, it is easier to cater for

changes in room use

•Where high vertical illuminance is

provided on the stage, speakers

see better and look better

•For safety, all stairs and exits need

to remain illuminated during events

For lectures, controls for all major

room functions need to be located

near the lectern A lighting

manage-ment system enables lighting to be

activated, deactivated and regulated

and permits remote control of

room-darkening facilities and projectors

without interrupting the speaker

Libraries

E ven though

read-ing habits have

changed

consider-ably since the advent of

electronic media, books

are still an

indispensa-ble tool for learning In

schools especially,

librar-ies perform an important

function in encouraging

enjoyment of reading The

physical surroundings and

the atmosphere of a library

play a major contributory

role here

The reading area should

be an agreeable place

to work, a place where

readers feels comfortable

Large windows for

ad-equate daylight are a

pre-requisite for this Blinds not

only provide a protective

screen against direct

sun-light; on a cloudy day, they

can also direct additional

daylight into the room

When planning artificial

lighting, the first rule here

is to ensure glare- and

reflection-free conditions

for library users studying

papers, reading books or

periodicals or simply

look-ing round the room

With direct/indirect

light-ing, the so-called “cave

effect“ is avoided by

en-suring an agreeably bright

ceiling, and even reading

matter printed on glossy

paper remains clearly

leg-ible Separately switched

desktop lighting permits

individual adjustment of

workplace illuminance and

makes for better

condi-tions for writing

For documentary searches,

computers have almost

to-tally superseded traditional

card catalogues So areas

with VDU workstations are

found in most libraries and

need to be ergonomically

designed and lit Desks

should be large enough

to accommodate books

and papers As for lighting

level, care should be taken

to ensure a harmonious

distribution of brightness, i.e balanced ratios be-tween illuminance at the VDU, on the desktop and

in the background It is imperative that direct and reflected glare should be avoided

So that the required erature can be found, shelving units should be il-luminated over their whole area Special wallwashers designed for high verti-cal illuminance provide the kind of lighting that is required When choos-ing lamps, attention must

lit-be paid to good colour rendering properties We often look for books which

we recognise by the colour and design of the spine

All the aisles in the room and between the rows of shelves should be lit to en-sure an agreeable bright-ness and enable users to get their bearings in the room quickly at any time Escape routes and exits must always be clearly identifiable Illuminated

or back-lit signs at ing units and doors are conspicuous and effective

shelv-at helping users find their way

Separate consultation zones are useful for cater-ing for study teams or tuto-rial groups wishing to work

in the library Good sound insulation is needed to permit conversation with-out disturbing library users who are reading Mobile standard luminaires de-signed for direct/indirect lighting make for an agree-ably bright ceiling and can

be repositioned with desks

to meet the needs of ent sized groups

differ-78

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Shelf unit lighting with asymmetrical

wallwashers heightens vertical

illu-minance Book titles and colours are

thus more readily identifiable

Reading points need to be particularly bright Natural lighting provides ade-quate basic brightness during the day;

an additional reading light on the desk

or table makes for greater comfort

Nowadays, library searches are

conducted on computers; card

catalogues have all but disappeared

So lighting needs to be suitable for

VDU use VDU workplace luminaires

designed for good glare

suppres-sion and direct/indirect lighting with

electronic ballasts and high-grade

louvers permit hours of searching

book-•At reading points, lighting needs to

be glare-suppressed and free

reflection-•Computer workstations need to be ergonomically designed Reflections

is where first introductions

are made It is where

students, teachers and

visitors form their first

im-pression of the building

and the atmosphere - and

where they decide, day

after day, whether they

feel welcome or not So as

well as serving the purely

practical function of

guid-ing people into the

build-ing and directbuild-ing them

where they want to go, a

well-designed foyer also

plays a representative role:

it conveys the character of

the establishment

As for the actual entrance

area, it performs a very

important lighting function

Inside the building,

bright-ness levels are more or

less the same; windows

and artificial lighting keep

illuminance in the foyer

within tight limits Outside,

however, illuminance is

subject to wide

fluctua-tions - from bright summer

afternoons to dark winter

mornings So our eyes

have to adapt - and it is

up to the lighting at the

entrance to make that

ad-aptation possible within a

short transition zone

De-pending on the intensity of

daylight, entrance lighting

needs to be bright

(sum-mer‘s day) or subdued

(winter‘s morning) Lots of

windows, an adequately

dimensioned lighting

sys-tem and a daylight control

system make these

re-quirements easier to meet

Foyers are often very busy

places At the start of the

school day, during breaks

and when lessons end,

many people circulate

here in what is a relatively

small area So to avoid

ac-cidents, the foyer needs to

be adequately bright The

more light that illuminates

the foyer and its walls, the

better the visibility in the

room and the easier it is for

people to get their

bear-ings Steps at the entrance

or stairs leading to other

levels are a hazard zone

and need to be brightly lit Wallwashers in narrowing parts of the room and ad-ditional accentuating lumi-naires at the top or bottom

of staircases help improve perception of potential hazards

Foyers are an exciting design challenge for ar-chitects; many feature dramatic contours and ceilings Foyer lighting should underline the design statement the ar-chitect intended to make Where ceilings are high, high-intensity spots fitted with high-pressure lamps are recommended As pendant luminaires for direct/indirect lighting, they emphasize the height of the room

When choosing lamps, care should be taken to ensure good colour ren-dering and colour stability Stucco ceilings, pillars or galleries can be strikingly emphasized by accentuat-ing light This can be pro-vided by a wide selection

of luminaires, ranging from recessed floor luminaires

or mobile partitions needs

to meet two requirements: first, it needs to ensure ad-equate brightness and uni-form vertical illuminance; secondly, the luminaires must be flexible enough to illuminate changing exhib-its properly

Narrow-beam luminaires are better for very small ex-hibits, wide-beam models for large-format pictures

Spots on power track can

be selected, positioned and angled to meet indi-vidual requirements Some spots also offer the pos-sibility of varying the way light is distributed Lamps must be selected to en-sure good to very good colour rendering

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